IMPACT OF COMPUTERS ON THE CREATIVITY OF CHILDREN IN IBEJU LEKKI L.G.A ABSTRACT
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- Recommended for : Student Researchers
- NGN 3000
Background to the Study
The process of education is not related with innate education, but rather is dependent on the learning of a cooperative classroom environment, the use of cooperative learning groups and projects, and the structuring of cooperative instructional and recreational activities as well (Fatesinh, 2013). The right to education is one of the most fundamental rights, and providing individuals with the education they need will lead to a society that makes tremendous strides forward (Suman et al, 2016). Over the course of many years, researchers have maintained their interest in developing more accurate methods for predicting a student's academic achievement. Both the forecasting of academic achievement ability and the examination of the elements that are related to academic achievement ability are subjects that are accorded a great deal of significance across the various educational levels (Deryakulu D., and Olkun S 2010). Creativity is something that develops in children at varying rates and at creative phases in their life as they learn the skills necessary for it. Some children pick up concepts quite quickly, while others might need a little bit more time to get the hang of things. Children are expected to meet specific normative standards about their creative abilities by a particular age. Performance that is much below the predicted level may represent a poor degree of creative thinking, whereas performance that is significantly beyond the expected level may show outstanding creative ability. The utilization of computers helps to facilitate the transfer of knowledge that can be quantified and categorized into data (Roberts J., 2000).
Education has the potential to foster creative creativity. It is a possibility in every endeavor that requires the use of intelligence. The use of computers and digital technologies has a very large potential for fostering creative expression by making a wide range of tools, methods, and audiences available across all educational levels and demographics. Many people in the field of psychology believe that creativity is one of the most difficult concepts to fully grasp. There are a number of different definitions of creativity, but one thing that they all have in common is a focus on an individual's ability to generate products that are not only of high quality but also original.
According to Boden(2001), creativity may be defined as the ability to generate novel ideas that are unexpected while being comprehensible, and that are also beneficial in some manner. Denning (2003) identified five qualities that are essential to the creative process. These qualities include imagination, a fashioning process, pursuing purpose, being original, and determining value. According to Resnick (2008), "success in the future will not be dependent on what we know or how much we know, but on our ability to think and act creatively." This applies to people, communities, corporations, and the nation as a whole. According to Cordes et al.(2000), it is rather usual to find students engaging in thoughtless and passive interactions in the classroom, rather than being creative and using computers and information and communication technologies (ICT) to boost learning opportunities.
It is generally accepted that creativity and imagination are prerequisites for new thinking, which is something that will never become obsolete in the workplace. Therefore, it would appear that ready-made computer images and programmed toys are beneficial to the development of inventive thought. According to reports from teachers, children in this day and age of rapidly advancing technology are displaying a modern lack of ability when it comes to conceiving up their own images and concepts. Robinson (2006) proposed modifying the traditional educational system as a means of fostering creative communities and populations. "Our educational system has shaped our thoughts in such a manner that we have stripped the planet for a certain product and for a future that it cannot service. This is a result of the way that we were educated." Therefore, in order to properly educate our children in this day and age, we need to revisit the fundamental ideas that we have always taught them.
The term "creativity" is frequently associated with abstract concepts like as "talent," "spontaneity," and "coincidence," which refer to elements that cannot be controlled or predicted but are, in the end, left up to random chance. The most modern research on creativity indicates that, despite the fact that elements such as luck or chance undoubtedly play a part, creativity in higher education may be boosted by certain institutional and environmental circumstances as well as cultural aspects. The only constant in process is change itself. The rate of change in technology is quickening, which in turn has an effect of accelerating the rate of change in every facet of existence. The education system has always had a difficult technology adapting to changes brought on by technological advancements. But things are starting to pick up speed in the educational system thanks to creative applications of information and communication technologies (ICT), particularly computer education. Children always have a greater interest in learning about new technologies than their teachers do. According to Juke (2000), the children of today are growing up in a world that is filled with multimedia, internet, multitasking, random access, color graphics, video, audio, and visual literacy. This is the environment in which they live and operate.
It is therefore the responsibility of educators and parents to educate children to be judicious and creative in the manner that they cope with the countless data that are at their fingertips. This is a job that has been placed upon them. It is necessary to provide the children with direction, education, and promotion of the good features of information and communication technologies (ICT) in order to encourage them. Given this context, the purpose of this study is to evaluate the effect that children's exposure to computers has on their creative thinking.
1.2 Statement of the Problem
Children in today's society have an increased capacity for social interaction. Children between the ages of 6 and 15 make up a disproportionately large portion of the total online population in countries with high penetration rates of Internet access (International Telecommunication Union, 2016). Children have been seen to exhibit a strong propensity for utilizing the internet for the purposes of talking, social networking, and gaming (Durkee et al., 2012). The results of a poll conducted by the Pew Research Center in the United States found that 92 percent of teenagers claim they use a computer on a daily basis, with 24 percent of those teens reporting that they use their computers to access the internet virtually continuously (Lenhart, 2015). It is the same scenario in European nations, where evidence reveals that children are utilizing several gadgets to access the internet via the computer (Mascheroni and Cuman, 2014). According to computer conducted in the United States, children and teenagers between the ages of 8 and 18 spend an average of seven and a half hours per day consuming information from computers and other forms of media (Rideout et al., 2010).
This may be of utmost significance due to the fact that developing brains are more susceptible to "plasticity," often known as change that is based on previous experiences. Because of the high degree of plasticity that characterizes childhood, our brains are said to be most susceptible to change throughout this period of our lives. The use of computers has been linked in scholarly computer not just to changes that are momentary, such as shifts in a person's state of mind or level of excitement, but also to more long-lasting impacts on the brain or on behavior (Bavelier, Green and Dye, 2010).
There is a growing corpus of research that has established a relationship between some aspects of ill-being and the usage of computers. In addition, excessive use of computers in general may be connected to negative consequences in children, such as physical, behavioral, attentional, and psychological problems (Rosen et al., 2014). Concerns have been raised, however, about the overall quality of these studies as well as the unfavorable focus of the majority of the relevant research. Because of this, the findings need to be interpreted with extreme caution, and the potential advantages of regular computer use need to be taken into account. At the moment, the focus of this research is on analyzing how using a computer influences children's creative creativity.
1.3 Objectives of the Study
The general objective of this study is to investigate the impact of computer on the creativity of children. While specifically, the objectives of the study are;
I. To identify the effects of computer on cognitive development of children
II. To establish the effects of computer on social development and relationships of children
III. To understand the effects of computer on the perception of reality of children
1.4 Research Questions
The following are the research questions generated for this study:
I. What is the effects of computer on cognitive development of children?
II. What is the effects of computer on social development and relationships of children?
III. What is the effects of computer on the perception of reality of children?
1.5 Research Hypotheses
Based on the topic and the issues discussed above, the following statements of hypotheses were generated:
I. There is no significant relationship between computer and cognitive development of children.
II. There is no significant relationship between computer and social development and relationships of children.
III. There is a significant correlation between computer and the perception of reality of children.
1.6 Significance of the Study
This study will be useful to several groups of persons which include: children, parents, teachers and students. The study which aimed at looking at the impact of computer on the creativity of children will help parents and teachers reduce the negative impact of computer on children as they make use of it. It will also help children fully optimize the availability of computer materials in schools and at homes to enable their cognitive thinking and creative ability. It will also help in the contribution of knowledge in the area of information technology.
1.7 Scope of the Study
The study aims at studying the impact of computer on the creativity of children with particular reference to schools 5 selected primary schools in Ibeju Lekki local government area.
1.8 Limitation of the Study
Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview). Also, the researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
1.9 Definition Of Terms
Computer: This is an electronic machine or device that is capable of accepting inputs or data through input devices, process the input and generates appropriate results which are displayed through the output devices.
Creativity: This is defined as a mental process that involves new ideas or concepts.
1.10 Organisations of the Study
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
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